Foundations and best practices in early childhood education: history, theories, and approaches to learning
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 310 S. Ill. |
| ISBN: | 9780137034468 0137034466 |
Internformat
MARC
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Datensatz im Suchindex
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| adam_text | CNLENLS PART I FOUNDATIONS CHAPTER 1 WELCOME TO THE FIELD OF EARLY
CHILDHOOD EDUCATION 1 YOUR ROLE AS A TEACHER-EDUCATION STUDENT 2 ROLES
OF THE EARLY CHILDHOOD PROFESSIONAL 4 CURRENT 1SSUES FACING EARLY
CHILDHOOD PROFESSIONALS 9 BEGINNING THE JOURNEY 19 SUMMARY 20
APPLICATION ACTIVITIES 21 CHAPTER 2 HISTORICAL OVERVIEW: PEOPLE AND
BELIEFS THAT SHAPED THE FIELD 23 HISTORICAL TRENDS 24 LIFE IN THE 1600S:
HARSH TRADITIONS AND NEW 1DEAS 24 EDUCATION IN THE 1700S: ROMANTIC AND
RADICAL 26 CLASSROOM VIEW 26 EDUCATION IN THE 1800S: KINDERGARTEN 1S
BORN 28 CARE VERSUS EDUCATION AND THE SEPARATION OFEARLY AND ELEMENTARY
EDUCATION 28 MOVING EDUCATION FORWARD IN THE 1900S: PROGRESSIVE AND
DEVELOPMENTAL 32 CLASSROOM VIEW 32 THE RISE OF CHILD STUDY 33 THE
PROGRESSIVE ERA DAWNS 34 MODERN MOVEMENTS AND TRENDS 44 TODAY S 1SSUES
45 CONCLUSION 46 REFLECTION QUESTIONS: LOOKING BACK AND LOOKING AHEAD 46
SUMMARY 47 APPLICATION ACTIVITIES 47 CHAPTER 3 PROFESSIONALISM IN EARLY
CHILDHOOD EDUCATION: FRAMING BEST PRACTICES 49 CLASSROOM VIEW 50
FRARNING PROFESSIONALISM: ASSOCIATIONS THAT GUIDE AND SUPPORT BEST
PRACTICES 53 FOLLNDATION AND SCOPE OFNAEYC 56 THE DAP FRAMEWORK:THEORY
AND PRACTICE 57 THE CODE OF ETHICAL CONDUCT: KEY PRINCIPLES 63
MEANINGFUJ APPLICATIONS: USING DAP AND THE CODE 67 CONCLUSION 69
REFLECTION QUESTIONS: LOOKING BACK AND LOOKING AHEAD 69 SUMMARY 69
APPLICATION ACTIVITIES 70 XV XVI CONTENTS CHAPTER 4 CONSTRUCTIVIST
LEARNING: BUILDING KNOWLEDGE FROM WITHIN 72 CLASSROOL11 VIEW 73 WHAT IS
CONSTRUCTIVISM ALL ABOUT? THE BIG PICTURE 74 HERE AND NOW: CONTEMPORARY
CONSTRUCTIVIST BELIEFS 78 PIAGET S CONTRIBUTIONS TO CONSTRUCTIVISM 79
VYGOTSKY S CONTRIBUTIONS TO CONSTRUCTIVISM 80 BEYOND PIAGET: SOCIAL
LEARNING, LANGUAGE, AND CULTURE 81 CRITICISMS AND CHALLENGES
OFTRANSLATING THEORY INTO PRACTICE 83 STRATEGIES FOR APPLYING
CONSTRUCTIVIST THEORY TO EARLY CHILDHOOD EDUCATION 86 CONCLUSION 93
REFLECTION QUESTIONS: LOOKING BACK AND LOOKING AHEAD 93 SUMMARY 94
APPLLCATION ACTIVITLES 94 CHAPTER 5 MULTIPLE INTELLIGENCES THEORY:
APPLICATIONS IN THE EARLY CHILDHOOD CLASSROOM 97 CLASSROOM VIEW 98
OVERVIEW OF GARDNER S WORK 99 INTELLIGENCE AND CREATIVE THINKING 100
DEFINING INTELLIGENCE 101 THE EIGHT MULTIPLE INTELLIGENCES: MANY KINDS
OFSMART 101 SELF-REFLECTION: DEVELOPING OUR INTRAPERSONAL STRENGTH 115
RETHINKING EDUCATION: A NEW VISION OF ACTIVE LEARNING 115 ROLES OF THE
TEACHER 116 ASSESSMENT 117 APPLYING MULTIPLE INTELLIGENCES IN EARLY
CHILDHOOD EDUCATION: PERSONALIZATION AND DIVERSITY 118 CONCLUSION 124
REFLECTION QUESTIONS: LOOKING BACK AND LOOKING AHEAD 125 SUMMARY 125
APPLICATION ACTIVITIES 126 PART 11 MODELS AND APPROACHES CHAPTER 6 HEAD
START AND EARLY HEAD START: EMPOWERING CHANGE [ROM WITHIN 128 CLASSROOM
VIEW 129 HISTORICAL PERSPECTIVE: THE START OF EARLY INTERVENTION 131 THE
NEED FOR SOCIAL RENEWAL: DEFINING CHARACTERISTICS 136 HEAD START PROGRAM
STANDARDS 139 DOES IT WORK? EVIDENCE OF ETFECTIVENESS 143 CURRENT TRENDS
AND IMPLICATIONS 145 CONCLUSION 146 REFLECTION QUESTIONS: LOOKING BACK
AND LOOKING AHEAD 147 SUMMARY 147 APPLICATION ACTIVITIES 148 CHAPTER 7
THE HIGH/SCOPE FOUNDATION: PLANNING, IMPLEMENTING, AND REVIEWING BEST
PRACTICES 150 CLASSROOM VIEW 151 OVERVIEW OF HIGH/SCOPE 154 EDUCATIONAL
PROGRAMMING 154 TEACHER ROLES 159 ASSESSMENT 160 INCLUSION AND CULTURAL
RESPONSIVENESS 161 RESEARCH 163 CONSIDERATIONS AND APPLICATIONS 166
CONCLUSION 167 REFLECTION QUESTIONS: LOOKING BACK AND LOOKINGAHEAD 168
SUMMARY 168 APPLICATION ACTIVITIES 169 CHAPTER 8 THE PROJECT APPROACH:
ACTIVE INQUIRY IN EARLY CHILDHOOD 170 CLASSROOMVIEW 171 OVERVIEW OF THE
PROJEET APPROACH 174 EXPLANATION OF THE PARTS AND PROCESS: HOW IT ALL
FITS TOGETHER 178 APPLICATIONS WITH YOUNG CHILDREN 184 HOW PROJECT WORK
FITS INTO CURRENT BELIEFS ABOUT GOOD PRACTICE 187 CONCLUSION 188
REFLECTION QUESTIONS: LOOKING BACK AND LOOKINGAHEAD 189 SUMMARY 189
APPLICATION ACTIVITIES 190 CHAPTER 9 THE SCHOOLS OF REGGIO EMILIA: A
CHILD S WORLD 194 OVERVIEW OF THE REGGIO EMILIA PHILOSOPHY 195 CLASSROOM
VIEW 196 THE SCHOOLS OFREGGIO EMILIA, ITALY: HISTORY, INFLUENCES, AND
RELATIONSHIPS 199 CHALLENGES TO REGGIO-INSPIRED PRACTICE IN THE UNITED
STATES: LOST IN THE TRANSLATION? 208 INSPIRED APPLICATIONS: HOW SOME
U.S. EDUCATORS ARE MAKING THE LEAP 211 CONCLUSION 213 REFLECTION
QUESTIONS: LOOKING BACK AND LOOKING AHEAD 213 SUMMARY 214 APPLICATION
ACTIVITIES 214 CHAPTER 10 MONTESSORI EDUCATION: ENVIRONMENT, MATERIALS,
AND METHODS 217 CLASSROOM VIEW 218 WHO WAS MARIA MONTESSORI? AUSPICIOUS
BEGINNING AND LASTING LEGACY 220 BASIC PRINCIPLES OF THE MONTESSORI
METHOD 224 VIEW OF CHILDREN AND THEIR DEVELOPMENT 224 TEACHERS
(DIRECTRESS ) ROLES AND FUNCTIONS 227 MONTESSORI MATERIALS AND
ACTIVITIES 231 REFLECTIONS, CONTROVERSIES, AND ACCOLADES 235 APPLICATION
IDEAS 236 CONCLUSION 236 REFLECTION QUESTIONS: LOOKING BACK AND LOOKING
AHEAD 237 SUMMARY 237 APPLICATION ACTIVITIES 238 CONTENTS XVII XVIII
CONTENTS CHAPTER 11 WALDORF EDUCATION: HARMONY AND THE WHOLE CHILD 240
CLASSROOM VIEW 241 THE HISTORY AND PHILOSPHY OF WALDORFEDUCATION 243
VIEW OF CHILD DEVELOPMENT 244 WALDORFEARLY CHILDHOOD PROGRAMS 246 EARLY
CHILDHOOD TEACHERS ROLES 248 CURRICULUM 250 DIVERSITY AND INDUSION IN
WALDORFEDUCATION 254 CONTEMPORARY ISSUES: DEBATES ABOUT WALDORFEDUCATION
256 CONDUSION 258 REFLECTION QUESTIONS: LOOKING BACK AND LOOKING AHEAD
258 SUMMARY 259 APPLICATION ACTIVITIES 259 PART III BEGINNING THE
JOURNEY CHAPTER 12 BRINGING IT ALL TOGETHER: IMAGINING AND BECOMING 261
GUIDING PRINCIPLES FOR THE FUTURE: RESPECT, ENTHUSIASM, COMMITMENT 262
CULMINATING THE TEXT AND CREATING YOUR PORTFOLIO 264 APPLICATION
ACTIVITIES 265 APPENDIX A: EARLY CHILDHOOD EDUCATION HISTORICAL TIME
LINE AND NOTES 273 APPENDIX B: KEY CONTRIBUTORS 275 APPENDIX C: GUIDING
PRINCIPLES: MESHING APPROACHES 277 APPENDIX D: MULTIPLE INTELLIGENCE
PLANNING WEB 279 APPENDIX E: SAMPIE PROFESSIONAL PORTFOLIO RUBRIC 281
APPENDIX F: LOOK WHAT WE ARE DEVELOPING IN THE CREATIVE ARTS CENTER 287
REFERENCES 289 INDEX 301
|
| any_adam_object | 1 |
| author | Follari, Lissanna M. |
| author_facet | Follari, Lissanna M. |
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| bvnumber | BV036429685 |
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| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.21 |
| dewey-search | 372.21 |
| dewey-sort | 3372.21 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV036429685 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:39:13Z |
| institution | BVB |
| isbn | 9780137034468 0137034466 |
| language | English |
| lccn | 2009030181 |
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| physical | XVIII, 310 S. Ill. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
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| spelling | Follari, Lissanna M. Verfasser aut Foundations and best practices in early childhood education history, theories, and approaches to learning Lissanna M. Follari 2. ed. Boston ; Munich [u.a.] Pearson 2011 XVIII, 310 S. Ill. txt rdacontent n rdamedia nc rdacarrier Early childhood education Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020302290&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Follari, Lissanna M. Foundations and best practices in early childhood education history, theories, and approaches to learning Early childhood education Vorschulerziehung (DE-588)4064016-4 gnd |
| subject_GND | (DE-588)4064016-4 |
| title | Foundations and best practices in early childhood education history, theories, and approaches to learning |
| title_auth | Foundations and best practices in early childhood education history, theories, and approaches to learning |
| title_exact_search | Foundations and best practices in early childhood education history, theories, and approaches to learning |
| title_full | Foundations and best practices in early childhood education history, theories, and approaches to learning Lissanna M. Follari |
| title_fullStr | Foundations and best practices in early childhood education history, theories, and approaches to learning Lissanna M. Follari |
| title_full_unstemmed | Foundations and best practices in early childhood education history, theories, and approaches to learning Lissanna M. Follari |
| title_short | Foundations and best practices in early childhood education |
| title_sort | foundations and best practices in early childhood education history theories and approaches to learning |
| title_sub | history, theories, and approaches to learning |
| topic | Early childhood education Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Early childhood education Vorschulerziehung |
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